scholarly journals Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance?

2018 ◽  
Vol 33 (1) ◽  
pp. 65-74 ◽  
Author(s):  
David W. Putwain ◽  
Ben Aveyard
Keyword(s):  
Test Anxiety ◽  
Perceived Control ◽  
Negative Relationship ◽  
Critical Factor ◽  
Cognitive Test ◽  
Examination Performance ◽  
Cognitive Test Anxiety

scholarly journals Students’ Cognitive Test Anxiety and Secondary School Examination Performance: Moderating Effect of Gender and School Sector

2021 ◽  
Vol 4 (3) ◽  
pp. 729-738
Author(s):  
Hakim Ali ◽  
Aisha Ejaz ◽  
Munwar Bagum
Keyword(s):  
Secondary School ◽  
Test Anxiety ◽  
Moderating Effect ◽  
Cognitive Test ◽  
School Students ◽  
Examination Performance ◽  
Cognitive Test Anxiety ◽  
School Sector ◽  
Total Point ◽  
The Relationship

Despite a bulk of research in international context investigating the relationship of cognitive test anxiety with students’ academic performance, little work has yet been done in this area on samples of students in Pakistan. This correlational design study was, therefore, conducted to examine the relationship between secondary school students’ cognitive test anxiety and their examination performance in educational context of Pakistan and to ascertain how the direction and/or strength of this relationship may be moderated by students’ gender and their school sector. Data were collected on students’ cognitive test anxiety, total obtained marks in SSC examination and obtained marks in English along with students’ gender and school sector from 1712 mixed ability students enrolled in year 11 in 91 public and private institutions. Both the descriptive and inferential statistical techniques (i.e., Mean, SD and Independent samples t-test) along with Pearson’s R correlations and hierarchical multiple regression were performed to analyze the data. Results depicted that female sample students reported higher level of cognitive test anxiety in comparison to their male counterparts. Results also suggested a small but significant negative effect of cognitive test anxiety on students’ examination performance and that student cognitive test anxiety component accounted for 10% of variance in their examination performance. Results further revealed that the magnitude of relationship between students’ cognitive test anxiety and examination total point scores do not change much for the moderating variables and these variables accounted only for 3% of variance. The magnitude of moderating effect, however, found to be somewhat stronger in the school sector in comparison to students’ gender.

Identifying the Intersection of Self-Regulation and Cognitive Test Anxiety

2013 ◽  
Author(s):  
Megan W. Blankenship ◽  
Jerrell C. Cassady ◽  
Eric E. Pierson ◽  
Michael Starling
Keyword(s):  
Test Anxiety ◽  
Self Regulation ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

Influence of Cognitive Test Anxiety and Emotional Intelligence on Test Perception and Coping

2013 ◽  
Author(s):  
Kaitlin B. Cowan ◽  
Julianne M. Edwards ◽  
Jerrell C. Cassady ◽  
Jocelyn Bolin
Keyword(s):  
Emotional Intelligence ◽  
Test Anxiety ◽  
Cognitive Test ◽  
Cognitive Test Anxiety ◽  
And Coping

Overcoming the methods effect in assessing cognitive test anxiety

2011 ◽  
Author(s):  
Setlhomo Keaikitse ◽  
Holmes Finch ◽  
Jerrell C. Cassady
Keyword(s):  
Test Anxiety ◽  
Cognitive Test ◽  
Cognitive Test Anxiety

scholarly journals Validation of the Turkish Version of the Cognitive Test Anxiety Scale–Revised

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401666954 ◽  
Author(s):  
Sati Bozkurt ◽  
Gizem B. Ekitli ◽  
Christopher L. Thomas ◽  
Jerrell C. Cassady
Keyword(s):  
Test Anxiety ◽  
Anxiety Scale ◽  
Cognitive Test ◽  
Turkish Version ◽  
Consistency Test ◽  
Confirmatory Factor Analyses ◽  
Cognitive Test Anxiety ◽  
Confirmatory Factor ◽  
And Gender ◽  
Test Retest Reliability

The current study explored the psychometric properties of the newly designed Turkish version of the Cognitive Test Anxiety Scale–Revised (CTAR). Results of an exploratory factor analysis revealed an unidimensional structure consistent with the conceptualized nature of cognitive test anxiety and previous examinations of the English version of the CTAR. Examination of the factor loadings revealed two items that were weakly related to the test anxiety construct and as such were prime candidates for removal. Confirmatory factor analyses were conducted to compare model fit for the 25- and 23-item version of the measure. Results indicated that the 23-item version of the measure provided a better fit to the data which support the removal of the problematic items in the Turkish version of the CTAR. Additional analyses demonstrated the internal consistency, test–retest reliability, concurrent validity, and gender equivalence for responses offered on the Turkish version of the measure. Results of the analysis revealed a 23-item Turkish version of the T-CTAR is a valid and reliable measure of cognitive test anxiety for use among Turkish students.

scholarly journals Re-examining the relation of Core self-evaluations and Academic performance: Investigating the mediating role of Cognitive test-anxiety

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Sreeparna Kar ◽  
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Mediating Effect ◽  
Cognitive Test ◽  
Self Evaluation ◽  
Mediating Role ◽  
Analysis Process ◽  
Cognitive Test Anxiety ◽  
Core Self

The present study attempted to investigate the mediating effect of Cognitive Test-anxiety (CTA) between the relation of Core Self-evaluation (CSE) and academic performance. Sample consisted of 599 class 12 students from different schools in Kolkata belonging to both English and Bengali medium schools and from both science and humanities streams. Subjects were selected according to the inclusion criteria to maintain homogeneity of sample. To carry out mediation analysis PROCESS macro for SPSS by Preacher & Hayes, 2004 was used. Data was analyzed using SPSS 22 version. Results showed CSE positively predicted academic performance which was significantly mediated by CTA. It can be said that CSE being a dispositional variable its relation with academic performance can be strengthened or weakened by underlying cognitive factors, one important among them being CTA which predisposes an individual to experience anxiety in evaluative situations thereby lowering performance.

scholarly journals TEST ANXIETY AS A PREDICTOR OF ACADEMIC DISHONESTY AMONG UNDERGRADUATES IN TERTIARY INSTITUTIONS IN KOGI STATE

2021 ◽  
Vol 9 (10) ◽  
pp. 1080-1087
Author(s):  
Abuh Leonard ◽  
◽  
David Okpanachi ◽  
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Academic Dishonesty ◽  
Self Report ◽  
Cognitive Test ◽  
Simple Linear Regression ◽  
Education Students ◽  
Subjective Test ◽  
Tertiary Institutions ◽  
Cognitive Test Anxiety

Academic dishonesty is a critical educational concern across all educational levels in the world. The trend is pervasive among higher education students and undermines human and national developments. This study examined academic dishonesty among students in tertiary institutions in Kogi State, Nigeria, based on their subjective test anxiety. One hundred and thirty-seven undergraduates participated in the study. The students were approached between July and September 2021, and they completed self-report measures of the Cognitive Test Anxiety Scale and the Academic Dishonesty Scale. The data were analyzed using a simple linear regression model. The finding revealed that test anxiety accounted for 56.2% of the variation in academic dishonesty. Our result supports literature indicating a link between test anxiety and academic dishonesty among higher education students. We recommend that a simulation exercise is vital in preparing students for assessments.

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